Facilitator says, “I am red, white, or sometimes have no color. I can hurt you, and I can sting you, or you might feel nothing. I can be buried deep below or live right on top. Sometimes I live alone and other times I hang out with a few others like me.Sometimes I hang out with a lot of others like me. Usually you find me around age 12, but you might see me earlier and then maybe for the rest of your life!What am I?”

Facilitator should let students guess. Then Facilitator can give a clue if students don’t guess correctly, “I am called Zit, Bacne. Blemish, and I even have more names. What am I?”

Students should respond, “Pimples” or “Acne”.

If students are unable to respond, Facilitator can continue by saying, “I am a pimple! Or my official name is Acne.”

5. Facilitator asks a student to read out the ingredients (oil, bacteria, dead skin cells) then explains that, although it might sound gross, our skin has these already. It’s not the ingredients that cause the pimples, but the amount of the ingredients.

6. Facilitator then has students each read a line of the directions.

7. After a student reads the “Note” at the end of the directions, Facilitator explains that around the age of 12 and 13, they will be going through puberty, which is essentially their bodies growing up and starting the process of becoming adults. During this time, a lot of kids get pimples because there are a lot of changes going on in their bodies. It’s normal. Some kids get it worse than others though.

8. Facilitator checks for questions/clarifications and asks, “So what are the three ingredients we need for pimples?”

a. Students should respond, “Oil, bacteria, and dead skin cells.”

b. If students answer incorrectly, Facilitator should guide them to the ingredient list.

9. Facilitator asks, “Do we need a lot of oil for a pimple or a little?”

a. Students should respond, “A lot!”

10. Facilitator then tells students there are lots of different kinds of pimples, but they are going to learn about two different kinds: blackheads and whiteheads.

11. Facilitator then asks students to read the “Variations of the Simple Pimple”.

a. After a student reads “Bold Blackhead”, Facilitator explains that they look like tiny little dots and can usually be seen on the nose.

a. First they will have to circle the ingredients needed to make a pimple.There are a lot of different pictures but they must circle only those ingredients needed for a pimple.

Facilitator should go through each picture to make sure the students understand what each is.

b. Then below, the students need to look at the picture and put them in order by writing “1”, “2”, or “3” in the box. So if you think the last picture is the first step in the recipe to make a pimple, you put a“1” in the little square box.